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Part A 2

The document discusses two theses/dissertations. The first is about a research project exploring a unified approach to improving reading comprehension for secondary students. The second is about a program to better orient 10th grade students at Bell Gardens High School through planned student activities and events to help new students feel welcome and integrated into the school community.

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54 views3 pages

Part A 2

The document discusses two theses/dissertations. The first is about a research project exploring a unified approach to improving reading comprehension for secondary students. The second is about a program to better orient 10th grade students at Bell Gardens High School through planned student activities and events to help new students feel welcome and integrated into the school community.

Uploaded by

api-435350938
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Paulina

 Doubleday  

Part  A:  

 
 

Part  B:    

 
COMM  3433:  Family  Communication    

Dr.  Amason    

Part  C:    

Theses/Dissertation  One:    

1. Lorraine  Evelyn  Nygeard  


2. Pathways  to  improving  reading  comprehension  at  the  secondary  level  

 
Paulina  Doubleday  

3. 2004  
4. Royal  Roads  University  (Canada)    
5. Through  the  research  project,  educators  explored  the  possibility  of  taking  a  unified  approach  in  
the  improvement  of  reading  comprehension  for  adolescent  students.  The  researchers  
investigated  the  following  questions:  to  what  degree  can  secondary  teachers  work  together  
effectively  to  develop  and  implement  a  reading  comprehension  program  based  on  current  
research  and  exemplary  practices?    
6. Teachers  enjoy  learning  together  when  structured  opportunities  for  learning  are  established.  
Surely,  at  a  time  when  many  secondary  educators  are  feeling  challenged  by  inadequate  student  
performance,  they  need  to  rely  on  and  learn  from  each  other.  If  they  work  together  
collaboratively,  “lots  of  different  minds  [are]  working  together  on  a  problem…[and]  that  usually  
helps  to  solve  [problems]  in  a  better  way”  (Sparks.  2003.  P.  4).  When  discussions  professional  
development,  Sparks  and  Hirsh  (1977)  suggested  that  teachers  need  opportunities  to  dialogue,  
develop  new  structures,  and  “create  a  culture  of  inquiry”  (Lietherman.  1995,  as  cited  in  Sparks  &  
Hirsh.  1977,  p.  3).  Secondary  schools  looking  to  keep  up  with  economic,  technological  and  social  
changes  “must  support  a  learner-­‐centered  view  of  teaching  and  a  career-­‐long  conception  of  
teachers’  learning.”  (Darling-­‐Hammond  &  McLaughlin.  1995.  as  cited  in  Sparks  and  Hirsh.  1977,  
p.  3).  The  RRSS  research  study  showed  that  if  a  leader/leaders  will  take  appropriate  initiative  
and  establish  structures  for  adult  learning,  then  secondary  teachers  are  ready  to  be  candid  and  
committed  participants  in  a  culture  of  inquiry,  which  could  only  benefit  the  students.  
7. It  is  important  to  my  field  because  as  an  English  major  this  is  dealing  with  improvements  when  it  
comes  to  students  comprehending  when  it  comes  to  reading  at  the  secondary  level.    
8. If  I  took  my  own  approach  to  this  study  I  would  first  focus  on  what  may  be  the  cause  of  students  
struggling  in  reading  comprehension  before  hitting  the  secondary  level  because  clearly  there  is  a  
pattern  if  there  is  a  good  amount  of  students  who  are  having  difficulty.  Then  that  would  be  able  
to  give  me  a  better  understanding  on  what  actions  need  to  be  taken  and  narrow  down  what  
kind  of  study  I  need  to  do  based  on  those  facts.    

1. Vernon  E.  Law  


2. A  program  of  orientation  for  tenth  grade  students  at  Bell  Gardens  High  School    
3. 1960  
4. University  of  Southern  California    
5. The  sophomore  advisers  and  the  guidance  personnel  at  Bell  Gardens  Senior  High  School  feel  
that  there  is  a  need  for  a  better-­‐planned  program  of  orientation  than  is  now  in  existence.  
6. The  types  of  programs  and  social  events  discussed  in  this  chapter  give  the  student  body  an  
opportunity  to  assist  in  orientation  of  tenth  graders.  The  tenth  graders,  by  knowing  that  these  
events  are  student  planned  and  directed,  will  have  a  feeling  of  being  a  part  of  their  school.  The  
sooner  the  new  student  acquires  this  feeling  of  being  wanted  and  accepted  the  more  effective  
his  educational  achievement  will  become.  These  events  again  are  isolated,  but  they  do  become  
an  integral  part  of  an  over-­‐all  orientation  program.  It  is  expecting  too  much  to  assume  that  any  
one  program  or  any  two  programs  will  reach  all  the  students  in  an  orientation  program.  
However,  by  giving  them  a  varied  program  of  activities  and  events,  it  is  hoped  that  pertinent  
information  will  be  gained  by  all  students.    

 
Paulina  Doubleday  

7. It  would  be  important  in  my  field  because  as  someone  who  plans  on  working  in  a  high  school  
one  day,  I  think  it  is  very  important  for  new  students  to  feel  comfortable  and  if  they  know  its  
students  who  are  making  sure  this  happens  will  make  their  experience  that  much  better.    
8. If  I  could  make  this  study  my  own  I  would  create  a  slight  different  approach.  I  would  place  each  
upcoming  sophomore  with  an  upperclassman,  almost  like  the  “big  brother”  idea,  who  they  
would  meet  at  orientation.  By  creating  more  of  a  one  on  one  relationship  would  allow  the  
sophomores  to  have  a  friendship  already  made  on  the  first  day  of  school  with  someone  who  
already  knows  all  the  ropes.    

Theses/Dissertation  Two:  

1. Dr.  Meredith  Neville-­‐Shepard  


2. 2014  
3. Fire,  sacrifice,  and  social  change:  The  rhetoric  of  self-­‐immolation    
4. University  of  Kansas    
5. In  conclusion,  I  have  explored  the  media’s  influence  in  constructing  stories  about  self-­‐
immolations  and  self-­‐immolators.  These  rhetorical  narratives  have  helped  shape  the  public’s  
understanding  and  opinions  of  self-­‐immolation  as  a  protest  form.  Ultimately,  however,  these  
opinions  are  of  little  value  to  those  suffering  injustice  if  people  who  have  the  means  to  do  so  do  
not  act.  Particularly,  we  must  not  allow  the  ashes  of  Mohamed  Bouazizi  or  those  of  sacrificed  
Tibetans  to  turn  to  dust.    

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